teachers' attitudes towards the new jersey's alternate
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Theses and Dissertations
5-8-2008
Teachers' attitudes towards the New Jersey's Alternate Teachers' attitudes towards the New Jersey's Alternate
Proficiency Assessment for students with severe disabilities Proficiency Assessment for students with severe disabilities
Rachel L. Cranin Rowan University
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TEACHERS' ATTITUDES TOWARDS THE NEW JERSEY'S
ALTERNATE PROFICENCY ASSESSMENT FOR
STUDENTS WITH SEVERE DISABILITIES
byRachel L. Cranin
A Thesis
Submitted in partial fulfillment of the requirement of theMaster of Arts Degree
ofThe Graduate School
atRowan University
May 8, 2008
Approved byAdvisd r
Date Approved -yam
© 2008 Rachel L. Cranin
ABSTRACT
Rachel L. CraninTEACHERS' ATTITUDES TOWARDS THE NEW JERSEY'S ALTERNATE
PROFICENCY ASSESSMENT FOR STUDENTS WITH SEVERE DISABILITIES2007/2008
Dr. Joy XinMaster of Arts in Special Education
The purpose of this study was to investigate teachers' attitudes towards the New Jersey's
Alternate Proficiency Assessment (APA) for students with severe disabilities. A total of
25 special education teachers, who had experiences in the APA portfolio implementation,
participate in this study. A survey including 25 questions on a five point Likert scale was
provided to all participating teachers as well as an interview for six teachers to obtain
their feedback in depth. Surveyed teachers reported that they were trained to prepare for
their students' portfolios as required by the state. However, many concerns were raised
by the teachers in regards to the time spent in preparing for each student's portfolio as
well as limited benefit to their instructional improvement. The follow-up interview
provided detailed comments that were consistent with the survey results. The
implications on improving the APA process have been discussed to support teachers in
implementing the alternate assessment.
ACKNOWLEDGEMENTS
First, I would like to thank Dr. Joy Xin for reading countless drafts of each chapter and
for sitting with me in the afternoons trying to create something meaningful. I would also
like to thank my family for without their support and advice, I would not be here today.
ii
TABLE OF CONTENTS
Acknowledgements ...................................................... 1
List of Tables.......... ................. ........................ V
CHAPTER PAGE
ONE. INTRODUCTION ..................................... 1Statement of the Problem............... ............2Purpose ofthe Study.................... ............4Significance of the Study.............. ............ 5Research Questions.................... ...........5
TWO. REVIEW OF THE LITERATURE........................6Alternate Assessments for Students with Disabilities .......6New Jersey's Approach to the Alternate Assessments......9Teacher's Perceptions on Alternate Assessments..........1Summary of the Literature Review..................15
THREE. METHOD .......................................... .............. 17Participants................... .............. 17Setting ........................................... ............ 18Research Design........................... ............ 19Measurement Materials..........................19Procedures..........................................................21Data Analysis ...................................................... 22
FOUR. RESULTS .................................................................. 23Survey Scores ...................................................... 23Additional Comments.............................................24Interview Results..................................................27
FIVE. DISCUSSION .............................................................. 29Limitations..........................................................3 0Implications ........................................................ 31Recommendations..................................................3 2Conclusion ......................................................... 3 2
REFERENCES .............................................................................. 33
111
APPENDICES
APPENDIX A: Teacher Consent Form: Survey.........................................................36APPENDIX B: Survey Instrument ............................................................................... 38APPENDIX C: Teacher Consent Form: Interview...................................................42APPENDIX D: Interview Questions .......................................................................... 44
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LIST OF TABLESTABLE PAGE
1 General Information of Participating Teachers................................172 APA Portfolio Teacher Survey Results ........................................ 26
CHAPTER ONE
Introduction
In the past, students with disabilities were excluded from the state assessments
and accountability systems (34 CFR Part 200, 2003). It is estimated that approximately
40% to 50% of school age students with disabilities were excluded from the national
education data collection. Because of this missing information, students with disabilities
were not provided with proper access and exposure to the general education curriculum,
according to McGrew, Thurlow, and Spiegel (1993). Without a system-wide
measurement, it would be difficult to track these students' academic progress and
evaluate their performance (34 CFR Part 200).
The reauthorization of the Individuals with Disabilities Education Act (IDEA,
1997) mandates all states to include students with disabilities, with accommodations if
necessary, in their state and district-wide assessments. This legislation also requires that,
for students who are not able to participate in these large-scale assessments with
accommodations, an alternate assessment must be provided. As it says, "In general -
Children with disabilities are included in general state and district-wide assessment
programs, with appropriate accommodations, were necessary. As appropriate, the state or
local educational agency develops guidelines for the participation of children with
disabilities in alternate assessments for those who cannot participate in state and district-
wide assessment programs" (IDEA Amendments of 1997, Sec. 61 2(a)(l17)(A)(i)).
The No Child Left Behind Act (NCLB, 2001) furthered the requirements for
assessing students with disabilities. It stipulates that assessment results for all students,
including students with disabilities, be included in the calculation of each state's Annual
Yearly Progress (AYP). This inclusion of students with disabilities in statewide
assessment systems is now "considered essential to improving education opportunities for
these students and to providing meaningful and valuable information about student
performance to schools and communities" (Thurlow, Lazarus, Thompson, & Morse,
2005, p. 233).
Statement of the Problem
In compliance with the reauthorization of IDEA, states began to create their own
types of alternate assessments. Because of the Kentucky Education Reform Act in 1990,
Kentucky became the first state to create an alternate assessment using portfolios
(Kleinert, Kearns, & Kennedy, 1997).
In 1992, Kentucky put into practice an inclusive assessment and accountability
system to include all students in statewide testing programs. Using both regular and
alternate assessments, in order for schools to evaluate student progress, the Alternate
Portfolio (AP) was created. This was created as an alterative for students who are unable
to take the regular tests. Approximately .5% of all students in Kentucky take part in the
AP assessment. Although it is a small number, these students do count towards the school
and state accountability indexes. Kentucky's accountability system is also "high-stakes."
Thus, the schools are rewarded or penalized based on their students' overall improvement
or decline (Kearns, Kleinert, & Kennedy, 1999).
According to Kleinert et. al, (1999), teachers of students in Kentucky's Alternate
Portfolio Assessment found many benefits in their students being included in the state's
accountability system. For example, teachers incorporated the portfolios into their daily
routines to enable students the ability to track their own schedules and monitor their own
progress (Kleinert, et. al, 1999). This way, the portfolios increased their opportunities to
learn choice making, self-determination, and enhanced communicative abilities for non-
verbal students (Kleinert, et. al, 1999).
Although Kleinert, Kennedy, and Kearns (1999) found generally positive results
of implementing portfolio assessments in Kentucky, concerns were raised regarding
preparation time, data collection, and effects of such an alternate. For example, teachers
complained that it is hard for them to document in the portfolio their students' progress in
the general education classroom or in the community (Kleinert, et. al, 1999). At the mean
time, many teachers indicated that the portfolio took up additional preparation time to
collect data for each student and eventually detracted from teachers actual teaching time
(Kleinert, et. al, 1999).
In general, teachers experienced in Kentucky's Alternate Assessment do believe
this is a positive change in assessing students with disabilities (Kleinert, et. al, 1999). For
example, 52.9% of teachers participated in the study agreed or strongly agreed that there
were benefits for their students being included in the state's accountability. Most agreed
that by using the portfolios as part of their daily routine, students became more aware of
their daily schedules and more in control of their classroom routines. Also, teachers saw
positive changes in the communicative abilities of their non-verbal students as a result of
the alternative assessment (Kleinert, et. al, 1999).
In New Jersey, an Alternate Proficiency Assessment (APA) has been developed in
the form of a portfolio since the 2001-2002 school year. It is designed to measure student
progress towards achieving the state educational standards (NJDOE, 2001). These
standards are based on New Jersey's Core Curriculum Content Standards (CCCS) and the
Core Curriculum Content Standards for Students with Severe Disabilities (CCCSSSD).
Teachers of students with severe disabilities are required to prepare a portfolio containing
evidence of student performance collected over a six-month time period. Work samples
are assembled to demonstrate the correlation between the work the students are doing and
the Content Standards.
New Jersey's APA is a representative of a multi-disciplinary approach to
education and an assessment of educational outcomes. It is designed to increase access
for students with disabilities to the general education curriculum. It also attempts to
ensure the appropriate allocation of resources for these students. Since 2001, it has been
six years to implement such an APA in schools. However, little research has been done to
examine if the APA is appropriate for teachers to evaluate students' performance.
Purpose of the Study
The purpose of this study is to investigate teacher attitudes towards New Jersey's
APA in regards to teacher training and preparation, responsibilities for teachers for
completion, and awareness of the process for students. Also, it will investigate and
examine the correlation between the APA outcomes and an overall improvement in
education for students with disabilities.
Significance of the Study
Research on alternate assessments and teacher attitudes was conducted in
Kentucky and other states (Kohl, McLaughlin & Nagle, 2006). The findings are mixed.
In Kentucky, teachers have an overall positive view on the portfolio alternate assessment
(Kleinert, et. al, 1999). However, there is not enough information obtained in boarder
studies throughout the country. To date, studies have been conducted in several states
such as Kentucky, Illinois, and Wisconsin while little research has been done in New
Jersey. This study will examine New Jersey's APA and teacher attitudes towards their
implementation of the APA.
Research Questions
This study addresses the following research questions:
1. What are the general perceptions of the selected teachers towards the APA's
preparation, implementation, and benefits to their instruction and student
learning?
2. What are selected teachers' perceptions on the current requirements for
completing the APA in 2007-2008?
3. What are selected teachers' opinions about the correlation between the
completion of APA and the possible improvement of education of students with
disabilities?
CHAPTER TWO
Review of the Literature
Alternate Assessment for Students with Disabilities
With the passage of the Individuals with Disabilities Education Act (IDEA)
Amendments of 1997, every state was required to include students with disabilities in
their state assessment system. States are also required to provide accommodations if
necessary, to report the number of students with disabilities participating in the
assessment, and to report the assessment results in the same manner as students without
disabilities (Thurlow, Lazarus, Thompson, & Morse, 2005). In addition, No Child Left
Behind Act (2002) requires that all students should be included in their state's assessment
and accountability systems and assessed in the academic areas of reading, mathematics,
and science. According to the Federal Register (2003), states are also permitted to use
alternate achievement standards and alternate assessment approaches to students with
significant disabilities.
In response to these federal laws, states have created alternate assessment
approaches to students with severe disabilities who are not able to take their state's
standardized tests even with accommodations. There are two important issues to address
when creating an alternate assessment. The first is what should be tested and the second
is how it should be tested. According to Westling and Fox (2004), alternate assessment
content should be based on the student's curriculum, including functional skills and self-
determination in the portfolio as well as their learning experiences in the general
curriculum. Different states place different emphasis on their alternate assessment. For
example, the state of Maryland intended to examine the outcomes on students with severe
disabilities focusing very much on life skills. The state of Kentucky adopted portfolios as
an alternate assessment placing emphasis on the academic expectations linked to the
general education curriculum (Westling & Fox, 2004). It is not only important that
appropriate skills are assessed, but also the method in which students with severe
disabilities is assessed. These assessment formats are determined by individual states.
There are four methods to assess these students including observations, interviews and
surveys, record reviews, and tests (Ysseldyke and Olsen, 1999). Many states have chosen
to combine those different methods into a portfolio. Portfolios allow a teacher to collect a
wide variety of data about the student's performance over time. The information
collected can then be evaluated as to whether or not the student achieved the stated goals
(Westling & Fox, 2004).
Browder, Spooner, Algozzine, Ahlgrim-Delzell, Flowers, and Karvonen (2003)
found that alternate assessments had many purposes. Alternate assessments would create
greater awareness of students with disabilities in school and state policy decision making.
The results from alternate assessments would allow policy makers to know if students
with severe disabilities were meeting expectations for learning. This was supported by
Thompson, Quenemoen, Thurlow, and Ysseldyke (2001) who reported that all students
must be included in the assessment process in order to obtain an accurate view of
education.
Browder et. al (2003) also discussed that overall expectations of students with
disabilities would increase with the implementation of an alternate assessment. Kleinert,
Keans, and Kennedy (1997) stated a similar view that "one of the keys to ensuring high
expectations for every child is requiring that all students be included in measures of
educational accountability" (p. 88).
Alternate assessments would allow students with disabilities to have access to the
general education curriculum and be assessed according to the same district or state
standards. Involving these students in general education curriculum has become an
ongoing debate in regards to alternate assessments. For example, Ysseldyke and Olsen
(1999) indicated that students with significant disabilities would be working towards life
skills that are not focused in the typical curriculum in general education. In contrast,
Thompson et. al (2001) indicated that alternate assessments were an alternate way of
assessing the same academic goals for the students with severe disabilities as those for
the general education students.
In addition, Browder et. al (2003) found that alternate assessments would improve
the instructional programs of students with significant disabilities. Kleinert and Thurlow
(2001) also discussed this belief stating "Teachers must learn to use alternate assessments
not only to document what the students has learned but also to enhance and extend that
learning" (p. 14).
Since the passage of IDEA in 1997, states have created their own alternate
assessments for students with significant disabilities. Recommendations were provided to
appropriately implement alternate assessments. These include how to adapt standards,
define eligibility, design the assessment, and score the outcomes. Particularly, it is
recommended to use the same content standards for all students, even the students with
disabilities who are assessed through an alternate assessment. If an alternate assessment
is provided by using observations, recollections, record reviews, or portfolios, reliable
and valid methods to evaluate the student performance should be developed. Thus, the
scores can be reliable.
New Jersey's Approach to the Alternate Assessment
According to the New Jersey Department of Education (2001), all teachers must
create an alternative proficiency assessment (APA) for their students with disabilities
who are unable to take the state tests, even with accommodations. This stipulation must
be stated in each student's IEPs, indicating that he / she will be completing the APA, but
not the state testing. A portfolio was chosen as the preferred form of the alternate
assessment by the state. This portfolio is designed by teachers following the state's
format and requirements to evaluate student academic progress. Individual students'
educational goals should be aligned with the CCCS / CCCSSSD in order to ensure that
they are included in the statewide accountability system.
The APA portfolio has five specific components. First, there must be an
introduction to the reviewer. This must be in the student's main form of communication,
typically in writing, typed on a word processor, or signed using American Sign Language
on a video tape, which is essential knowledge for the reviewer. Second, there must be a
table of contents intended to help the teacher organize student work as evidence. Third, a
copy of the student's schedule is included allowing the reviewer to demonstrate the
student's individualized curriculum and activities. Moreover, there must be various
entries with at least three to five pieces of primary evidence in each subject area
including reading, mathematics, and science. The collection period is six months
consecutively throughout the academic year. Supporting evidence may also be included if
9
applicable. These entries must be accompanied with the fifth component, entry cover
sheets. These cover sheets identify the content area, the CCCS / CCCSSSD, the
individual student's IEP goals and objectives, targeted skills, cumulative progress
indicators, and other prevalent information. After six months, the portfolios are collected
by representatives from the state and scored by a special committee of experienced
teachers. A rubric is used to evaluate each portfolio based on six different criteria. The
first is an overall view of student progress. The portfolio must provide evidence that the
student's IEP is on target in addressing goals and objectives related to the CCCS. Second,
student performance must show the connection to the CCCS. Third, the portfolio must
present evidence of sustained social interaction both with students with disabilities and
students without disabilities. Fourth, the portfolio must address the issue of independence
for the student through adaptations, modifications, assistive technology, and natural
supports. Fifth, the portfolio must prove that the student demonstrates self-determination
skills by making choices to extend his/her performance. Lastly, the portfolio must show
the student's generalization skills in other settings or activities. For example, the student
must demonstrate different skills and concepts at different locations or with different
people (NJDOE, 2001). According to the evaluation rubrics, four levels of performance
are graded including novice (lowest), apprentice, proficient, or distinguished (highest)
(NJDOE, 2001). These rubrics are based on the following six dimensions: student
progress, connection to standards, social interaction, independence, self-determination,
and generalization.
Each completed portfolio is sent to the school district where an assigned APA
coordinator will collect all portfolios and mail to the state scoring center to be scored by a
10
group of reviewers. When the portfolios are scored, they will be sent back to the school
district, then back to the teachers. This same process has been implemented since 2001
when the state adopted portfolios as the alternative.
Teacher Perceptions on Alternate Assessments
According to Thompson and Thurlow (2001), the National Center on Educational
Outcomes (NCEO), nearly half of the states in the nation chose to adopt a portfolio
approach as their alternate assessment. Kentucky was the first state to put portfolios into
practice. In order to understand different teacher perspectives about portfolio
assessments, Kleinert, Kennedy, and Kearns (1999) surveyed 331 special education
teachers within Kentucky's school system. These teachers had experiences in
implementing portfolios to include special education students in statewide assessment
and accountability since 1992.
It is found that 52.9% of the teachers believed their students benefited from
participating in Kentucky's portfolio assessment, and 62.2% reported that they used
portfolios in their daily classroom routines (Kleinert et al.). Teachers also reported that
they were able to use the portfolios to increase students to use their own individualized
schedules and evaluate their own academic progress. Similar results were found during
teacher interviews. When asked questions about the benefits of portfolios to their
students, teachers reported that the opportunities for choice making and the increase in
communication for nonverbal students were enhanced. Teachers also reported that the
students were more aware of their own schedules.
Concerns were raised by teachers in regards to the difficulty in documentation of
observations of larger educational effects. These include the incorporation of students
11
into the general education classrooms and the increased opportunities for community
based instruction. For example, although 48.5% of the teachers indicated that their
students with moderate and severe disabilities regularly participated in academic
instruction with their age-peers in general education classrooms, only 30.7% attributed
this to the alternate assessment (Kleinert, et. al, 1999). Some teachers also reported that
certain elements of the portfolios were not appropriate for students with the most severe
cognitive disabilities. For example, teachers reported that having students use
individualized daily schedules and use adapted checklists to chart their own progress
were tasks beyond their students' abilities.
In addition to the study on Kentucky's alternate assessment, another study was
conducted to investigate teachers' opinions about their experiences in implementing
alternate assessments in Illinois. In Kim et al.'s study (2006), teachers were surveyed to
report their perspectives, practices, and concerns about Illinois Alternative Assessment. A
total of 234 special education teachers completed the survey. As reported by the
participating teachers, their portfolios have a combination of actual student work,
photographs, teacher notes, and other documentations to present evidence of their student
learning. It was believed that such a comprehensive packet of information would give a
comprehensive view of each student through each portfolio. However, though it sounds
good in theory, teachers do not think the portfolio assessment is effective in practice. For
example, the surveyed teachers almost unanimously agreed that the Illinois Alternate
Assessment system was not an accurate assessment for the educational needs of their
students. Almost all of the teachers disagreed with the statement such as "students
12
participation will enhance achievement of their goals." Teachers reported that their
alternate assessment was of little use to teachers and their students (Kim et al., 2006).
The results also showed 59.40% of participating teachers indicated there was absolutely
no benefit for teachers' instruction. Only 4.70% reported that they were more aware of
their state's leaning standards, which was one of the main purposes of the portfolio. The
findings were similar when the same questions were asked about the students' benefits of
participation. About 70.09 % of the teachers reported that there was no benefit for their
students (Kim et al., 2006). The concerns were raised by the teachers including the
difficulty for students to be involved in the development of their portfolios and the time
taken away from teachers' instruction. Teachers also reported that parents were not
involved in the development of the portfolios. For example, one focus is the importance
of academic goals for students that are enrolled in a life skills program. Over 38 % of the
participating teachers reported that the portfolio assessment did not reflect the
educational goals of their students. Teachers indicated that their students should be
accountable for their functional goals, as opposed to their academic goals. According to
Agran, Alperm, and Wehmeyer (2002), teachers did not find general curriculum as
important as functional skills when educating students with severe disabilities (as cited in
Flowers et al.). Many students completing the portfolios were not even aware of what
they are doing. Only 33% of the students were aware of the process and only 14%
understand the meaning of their scores.
This finding is consistent to the results of Flowers et al.'s study (2005) conducted
in North Carolina. In their study, special education teachers were surveyed to respond to
questions regarding their perceptions on the alternate assessment on students, teachers,
13
parents, and educational practices as well as the factors that influence alternate
assessment outcomes. The results were generally negative. It was found that 63% of the
participating teachers reported that the portfolios created higher expectations for their
special education students, while only 44% indicated that their students could meet these
expectations (Flowers, et. al, 2005). Fifty percent of the teachers indicated that the
alternate assessment (AA) competed with individual student needs, and 72% reported that
such an assessment took away from teaching time. The teachers also overwhelmingly
reported more paperwork required than before to complete AA, and only 37% reported
that the documentation was natural to the education environment. In addition, only 28%
of the teachers believed that students received an overall better education because of the
AA implementation.
On the positive side, Flowers et. al (2005) reported that 66% of the participating
teachers reported that the AA encourages the use of age-appropriate materials, and 48%
reported that students are able to self-evaluate as part of the AA process.
Overall, teachers' perceptions and beliefs are mixed from state to state. In
Kentucky's studies (e.g. Kleinert, et. al, 1999), teachers are generally favorable about
their alternate assessment. They understand the benefits and drawbacks of the portfolio
assessment, and have been making instructional changes accordingly. Surveyed teachers
in Illinois and North Carolina, however, have generally negative views on the alternate
assessment. Teachers in both states indicated that their alternate assessment does not truly
demonstrate and evaluate their special education students' achievement. Because of these
mixed findings in the previous research, further investigations in different states are
necessary to add information to the studies on alternate assessments.
14
Summary of the Literature Review
IDEA and NCLB have mandated educational assessments for all students. With
the passage of these federal laws, states are now held accountable for the education of all
children, including those with severe disabilities. All students are assessed on their skills
in the areas of reading, mathematics, and science. For students with severe disabilities
who are unable to take the state's standardized tests, even with accommodations, an
alternate assessment must be provided.
In compliance with federal laws, many states, including New Jersey, have adopted
portfolios as their alternate assessment. These portfolios are developed based on specific
educational goals to align with an individual student's IEP in order to demonstrate
evidence of the student's performance outcomes.
During the implementation of alternate assessment processes, teachers' views
have been investigated throughout the nation. In Kentucky's studies, their teachers are
generally favorable about their portfolio process and content. However, in the states of
Illinois and North Carolina, their teachers presented negative opinions and comments.
The surveyed teachers in these two states reported that the portfolio process could be
considered as an appropriate measure and tool for their students' academic progress, but
generally agreed that implementing the portfolio process has detracted from their
instructional time.
Because of the mixed findings obtained from teacher surveys and interviews in
different states, further investigations are needed. Our state, New Jersey, started its own
alternate assessment in 2001, however, to date, liffle research has been done to investigate
teachers' perceptions. The present study attempts to investigate teachers' opinions in
15
New Jersey regarding their own experience in implementing the portfolio assessment for
their students with severe disabilities.
16
CHAPTER 3
Method
Participants
The participants included 25 teachers employed by two schools located in central
and southern areas of New Jersey. These schools currently participate in the state wide
APA process and are fulfilling the state's requirements to complete student portfolios,
during the school year of 2007-2008. Table 1 presents the participants' information. Of
the 25 participants, 11 were from one school and 14 from another, 20 were female and 5
were male. All teachers have had experience in completing the state required APA
portfolios for their students.
Table 1: General Information of Participating Teachers
School Number of Gender Age Range Highest Years of TeachingParticipants Level of Experience
Education
F M 21- 31-41- 51- B M 1-4- 11- 16- 20-30 40 50 above 3 10 15 20 above
A 11 9 2 1 1 4 5 8 3 2 1 3 2 3B 14 11 3 2 5 3 4 10 4 2 6 2 1 3Total 35 20 5 3 6 7 9 18 7 4 7 5 3 3
Participants were also requested to report the number of APA portfolios they had
completed. Ten participants reported completing one to three portfolios, while eight
reported four to six portfolios. Only four participants completed between seven to nine
portfolios. Three participants were not in the process of developing any APA portfolios
during this current academic year, but at least one portfolio developed in the past.
17
Setting
This study was conducted at two different private special education schools in
central and southern New Jersey. The first school provides services for children with
moderate and severe disabilities, from the age of 3 through 21. Currently, children from
over 35 different school districts within three central counties have been sent to this
school. There are over 125 students enrolled with a wide range of disabilities including
preschool disabilities, multiply disabilities, autism, emotional disturbance, other health
impairment, visual impairment, cognitive impairment, communication impairment, and
learning disabilities. Fourteen special education teachers are employed as well as a
principal, a vice principal, a music teacher, an art teacher, an adaptive physical education
teacher, a registered nurse, and a licensed nurse practitioner. Over 45 teacher assistants /
one to one aides, and a therapy team consisting of over 15 speech, occupational, and
physical therapists are also working with students in this school.
The second school currently provides services for over 190 students, from the age
of 3 through 21. This school enrolls students from over 52 local school districts in six
different southern counties. All students have moderate, severe, and profound disabilities
including multiple disabilities, cerebral palsy, cognitive impairments, visual and auditory
impairments, autism, communication impairments, and other health impairments. Over
130 staff members including teachers, assistants / one to one aides, registered nurses,
licensed nurse practitioners, physical therapists, speech therapists, occupational
therapists, and two adaptive physical education teachers are employed.
18
Research Design
Qualitative inquiry strategies were used in this study including a survey and
individual interviews. Information obtained from individual interviews were categorized
and organized into patterns to produce a descriptive, and narrative synthesis.
Measurement Materials
Survey. In order to develop this survey, three surveys in the previous studies in
Kentucky, Illinois, and North Carolina were reviewed. In developing the current survey,
most statements were taken directly from the three surveys discussed below. The only
difference from the surveys in the previous study was to focus heavily on teacher
attitudes rather than their perceptions. Thus, some statements were added and modified to
meet the needs of the current study.
One survey The Alternate Assessment Teacher Survey developed by Flowers,
Ahlgrim-Delzell, Browder, and Spooner (2005) was used for a reference. This survey
contained 65 Likert-scaled statements in two sections, designed to assess "teachers'
perceptions of the impact of AA (Alternative Assessment) on students, teachers, parents,
and educational practices, and factors that influence AA outcome" (p. 82).
Another survey, Teachers' Perceptions on Illinois Alternate Assessment
developed by Kim, Angell, O'Brian, Strand, Fulk, and Watts (2006) gathered information
on teachers' concerns and perceptions about the Illinois Alternate Assessment system.
The survey was created from similar studies of the Kentucky Alternate Portfolios system.
It consisted of four sections including teachers' perspectives about the IAA system,
teachers' self-reported classroom practices related to the IAA system, open ended items
related to teacher; concerns about and suggestions for improving the IAA system, and
19
demographic information. To ensure validity, five professionals, who are considered
experts in the field of special education, were asked to rate the importance of each survey
question on a 5-point Likert scale. They also provided comments. Most of the survey
questions scored between a 3.80 and 4.80. To ensure reliability, the "test-retest" method
was used. "For 81.48% of the items the proportion of identical test-retest scores was
greater than .50" (Kim et. al., 2006, p. 87). Overall, the test-retest reliability was judged
to be appropriate.
The third survey, The Impact ofAlternate Assessments was developed by
Kleinert, Kennedy, and Kearns (1999) to determine the degree to which teachers believed
in the benefits of including the students in state and school accountability and the
instructional impact the alternate assessment has on their students. The 11-question
survey was created using a 5-point Likert scale. Five hundred and eight surveys were
mailed to teachers who had attended mandatory alternate assessment scoring training
during the 1995-1996 and 1996-1997 school years with 331 returned. By using an ad hoc
analysis of the postmarks on the completed survey, it was determined that all the areas in
Kentucky were represented.
Based on the above designed surveys, a survey was developed for this study. It
consisted of 32 questions divided into two sections: Background Information and
Teachers' Perceptions (see Appendix A). The first section contained demographic
information including the respondent's gender, age, level of education, years of teaching
experience, and number of APA portfolios completed during the current academic year.
The second section contained 25 statements on a Likert-scale with five points: 5
20
representing "strongly agree," 4 representing "agree," 3 representing "neutral," 2
representing "disagree," and 1 representing "strongly disagree."
Interview Protocol. A five-question interview protocol was developed to be consistent
with the survey content (see Appendix B). These questions include preliminary
background information and a series of five questions with sub questions developed to
gain a detail of individual teacher's opinions about and attitudes towards the APA.
Participating teachers were also asked to provide comments or concerns they have when
implementing the state mandated APA.
Procedures
Survey. After the permission was granted from the principals of both participating
schools, copies of the survey were handed out to the teachers in January and February,
2008 (see Appendix C). A cover letter and consent form was attached to the front of each
survey. The respondents were required to sign the consent form, and then answer the
questions. Once the survey was completed, the teachers were asked to return the survey
together with the singed consent form directly to the researcher or place it in a designated
mailbox at school. Teachers were requested to complete the survey in one week.
Interview. Each interview was conducted by the researcher. All participants signed a
consent form, either provided with the aforementioned survey or at the time of the
interview. In the first school, individual interviews were conducted by phone and
recorded with a cassette recorder, after the conclusion of a school day. In the second
school, interviews were conducted face to face, during the school day. Each interview
was also recorded with a cassette recorder. All interviews were conducted throughout
January and February, 2008.
21
Data Analysis
The independent variables included in the study were gender, age, level of
education, and years of teaching experience. The dependent variables were the teachers'
attitudes towards the Alternative Proficiency Assessment portfolio. Survey results were
analyzed using Microsoft Excel software to present means and percentages.
To analyze the interview results, the researcher listened to the recorded interviews
three times and summarized into four categories including teacher training, student
awareness of APA and inclusion of APA into classroom routines, benefits of APA to
educational improvements, and teacher responsibilities. For each theme, narrative
descriptions are presented in the results listed in Chapter Four.
22
CHAPTER FOUR
Results
Survey Scores
Overall, all twenty-five completed surveys present a generally negative view of
the teachers towards the entire APA process. Table 2 shows means and percentages of
teachers' responses. Of all survey items, only three items were over 3 (the mean of the
Likert Scale scores), the rest was below the mean. These three items include "APA
competes with individual students needs," "There is more paperwork now than before
APA," and "APA is more of an assessment of teachers than students." This means that
most teachers agreed with the above statements.
In response to the statement "APA competes with individual student needs," 72%
of the surveyed teachers agreed (a mean response of 3.8). Eighty-four percent agreed that
they believed APA seemed to become an assessment for teachers, as opposed to their
students. Eighty-eight percent of teachers indicated more paperwork was required for
teachers because of the APA.
All surveyed teachers disagreed that APA scores reflect the exact performance
and real abilities of their students. All teachers disagreed that their students understand
the meaning of APA scores. All teachers also disagreed with the statement "my students
receive an overall better education because of APA."
Ninety-six percent of teachers reported that APA didn't prepare their students for
transitioning into adult living nor did it increase on task time in the classroom. Awareness
23
of special education students was also a topic on the survey. In response to the statement
"APA has increased awareness of my students by others," 92% of the surveyed teachers
disagreed. Ninety-two percent of surveyed teachers strongly disagreed with the statement
"as a result of the inclusion of my students in the assessment process, it has been easier to
include my students in regular age-appropriate classrooms." Eighty-four percent of
teachers responded that APA has not created greater access to the general curriculum for
their students. This indicated that teachers found there was a limited relationship between
the implementation of APA and an increase of the inclusion of their students with their
peers.
Overall, 92% of surveyed teachers reported that their students were not able to
meet the state's assessment requirements. 44% of surveyed teachers didn't think it was
important for all students to be included in the state's assessment system.
Additional Comments
In addition to the Likert Scale, 52% of participating teachers provided written
comments on the survey. These comments were summarized into four categories. These
four categories include time taken away from teaching, APA not meeting the needs of the
students, APA as an inaccurate assessment of student abilities, and APA focusing on the
wrong skills.
Five teachers commented that the APA takes time away from their teaching. One
participant wrote, "APA is a time-waster in my classroom." Another commented, "APA
takes time away from the other students and is way too time consuming." A third teacher
wrote, "APA discriminates against my students by taking time away from lessons that
actually meet their needs and abilities.
24
Four teachers reported the APA does not meet the needs of their students. One
teacher reported, "APA helps us to NOT meet the needs of our moderately to severely
cognitively disabled students." A second teacher reported, "Every year, the process
becomes more ridiculous and more irrelevant to my students' needs."
In regards to the APA not being an accurate assessment of their students' abilities,
five teachers provided comments. For example, one participant wrote, "Obviously no one
in the state of New Jersey is concerned with a fair assessment of APA, or it would have
need discontinued by now." Another participant wrote, "Like any other test, APA is so
interpretive; it does not show the true child, who they are, and what their uniquely
different capabilities are."
Five teachers commented that the APA focuses on the wrong academic skills for
their students. One participant wrote, "I've been teaching special needs students for over
18 years. In the last eight years, I have felt that APA has taken me, as well as my
students, away from what they need to function to the best of their abilities, given their
different disabilities." Another participant commented, "It is important for these students
to learn functional skills, not fractions, polygons, and identifying the main character of a
story." A third teacher wrote, "The standards that APA is based on have no bearing on
the life skills these students need."
In conclusion, all of the comments were generally negative. One teacher reported,
"As a special needs parent, as well as an educator, I see no benefit to a teacher doing
APA on my own child. APA is not for the parent of the student or the teacher."
25
Table 2: APA Portfolio Teacher Survey Results
Survey Statement Mean PercentageAgree Disagree
1. It is important that all students be included as a part of 2.48 32 44New Jersey's school assessment process2. I see benefits to having my students included in the 2.08 24 76assessment process for my school.3. Portfolios are a part of our everyday classroom routine. 1.84 17 724a. As a result of the inclusion of my students in the assessment 1.40 0 92process, it has been easier to include my students in schoolactivities.4b. As a result of the inclusion of my students in the assessment 1.40 0 92process, it has been easier to include my students in regularage-appropriate classrooms.4c. As a result of the inclusion of my students in the assessment 1.56 0 88process, it has been easier to provide needed community-basedinstruction.5. APA competes with individual student needs. 3.80 72 206. My students are able to meet the standards set by the state. 1.36 .04 927. As a teacher completing APA, I feel I was adequately 2.64 28 44instructed on how to complete the portfolios.8. My students have greater access to the general curriculum because of 1.60 0 84the APA process.
9. APA has increased the amount of time on task for the students. 1.48 .04 9610. APA has resulted in increased progress on IEP objectives. 1.40 0 9211. My students receive an overall better education because of APA. 1.20 0 10012. My students understand the meaning of APA scores. 1.00 0 10013. My students who score higher are better prepared to transition to 1.32 0 96adult living.14. There is more paperwork now than before APA. 4.44 88 .0815. APA is more of an assessment of teachers than students. 4.28 84 .0816. APA encourages the use of age appropriate materials. 2.84 40 3617. APA allows teachers to review progress throughout the year. 2.12 .04 5218. APA documentation is natural to the educational environment. 1.56 .04 8019. APA improves instructional strategies. 1.52 .04 8820. APA is scored consistently. 1.12 0 9621. APA scores reflect the true abilities of my students. 1.08 0 10022. APA promotes greater student self-determination. 1.16 0 9623. APA has increased awareness of my students by others. 1.24 0 92
26
Interview Results
Six teachers were interviewed. Their responses were summarized into four themes
after reading all interview results several times. In addition, interviewees' general
comments were included.
Teacher Training. All interviewees were asked if they were provided with any training
prior to completing their first APA portfolio and if they had received any training to
follow up after their portfolios were completed. All interviewees reported that they
received primary training, while only 50% reported receiving additional follow up
training. Interviewees were also asked if the training they received adequately prepared
them to complete the portfolios accurately. Five of the six interviewees (83%) reported
that they were prepared. One commented, "I know exactly how to complete the
portfolios. What I don't understand is why I have to."
Student Awareness of APA and Inclusion of APA in Classroom Routines. Interviewees
were asked if they thought their students were aware of the APA process and, therefore,
provided help in completing their portfolios. Five of six teachers (83%) indicated they
completed portfolios without any student's help. When asked if teachers incorporated
APA into their daily instructional routines, the majority of teachers reported that APA
portfolios are not a daily part of the routines. One commented, "Time is such a rare
commodity. We never have enough time to complete all of the activities we want to
complete. Implementing the APA would detract from our activities even more."
Benefits of APA to Educational Improvement. Interviewees were asked about the
benefits of the APA in regards to improving curriculum, planning, and instruction for
students. The responses were very limited when asked if there is a relationship between
27
the APA implementation and an overall improved education to their students. All
interviewed teachers indicated no direct relationship was found. "All APA did is to take
time away from the curriculum, planning, and instruction of our students," one teacher
responded.
Teacher Responsibilities. Interviewed teachers were asked if the APA requirements were
manageable to them. All teachers indicated that the requirements were manageable.
However, the majority reported that it took away from their teaching and planning time.
One teacher responded, "I am able to complete the APA portfolios because I am
organized and have a good support system in my school. But, the time I spend on APA
should be spent for planning more meaningful and engaging lessons for my students."
Another teacher gave the similar comment, "Completing the portfolios isn't hard, it just
places more stress and responsibilities on the teacher. I have enough stress and
responsibility without APA."
General Comments and Remarks. Each teacher provided additional comments during the
interview. For example, one teacher said, "APA is a complete waste of time. My students
need to be learning life skills and self-management skills. They don't need to go the
formula for finding perimeter." Another teacher touched on the same topic stating, "APA
measures skills and concepts that mean nothing to my students. It has no positive effect
on the content of their education." During the interviews, the teachers also discussed No
Child Left Behind and raised their concerns, especially the statewide assessment and high
stake tests for students with disabilities.
28
CHAPTER FIVE
Discussion
The purpose of this study was to investigate teachers' attitudes towards the APA'
preparation and implementation, perceptions on current completion requirements, and
opinions about the possible correlation between the implementation of APA and the
improvement of education.
The results show that teachers have negative attitudes towards the implementation
of the APA. All of the surveyed teachers indicated that the mere preparation of the APA
was too time consuming and took away from their teaching time. None of the
participating teachers thought the New Jersey's APA was an accurate assessment. All
surveyed teachers reported limited benefit was found because of the APA. Seventy-two
percent of surveyed teachers reported that APA competed with their instructional time to
meet individual student needs. These findings were consistent with those from Kim et. al
(2006) and Flowers et. al's studies (2005). In Kim et. al's study, 59.4% of surveyed
teachers reported limited benefit of their state's portfolio assessment for teacher
instruction. Almost all of the participants in their study unanimously agreed that the
Illinois Alternate Assessment System was not an accurate assessment of their students'
educational abilities. In their state, 70.9% of teachers reported no benefit for their
students to complete the alternate assessment. Further, in Flowers et. al's study (2005),
50% of surveyed teachers reported that their alternate assessment in North Carolina,
competed with their instructional time to meet individual student needs.
29
In regards to teachers' opinions about the required implementation of the alternate
assessment, only 28% of the participating teachers in this study indicated that they were
adequately prepared to complete the required portfolios. Very few teachers reported that
their students could adequately meet the state standards. This finding seems different
from that of Flowers et. al's study (2005) where 44% of teachers indicated that their
students could meet their state's academic standards.
In this current study, teachers' responses to the APA improving the teacher's
instruction and student learning were negative. All of the surveyed teachers reported that
the APA had not created a better overall education for their students. These results were
similar to the findings in Illinois as Kim et. al (2006) reported. In their study, 59.4% of
teachers reported limited benefit of their state's alternate assessment to their instruction.
It also reported that the majority of surveyed teachers indicated that time was taken away
from their teachers and that the assessment process had no bearing on goals for their
students. The results of the current study confirmed their finding. According to Flowers
et. al (2005), 72% of their surveyed teachers didn't see an overall better education
because of the assessment process. The findings of this current study, as well as the
previous by Kim et. al, and Flowers et. al, are in direct opposition with those from
Kleinert et. al (1997) in Kentucky, the only study indicating their state's alternate
assessment did improve the education for some students especially enhancing
opportunities for nonverbal students in choice making and communication.
Limitations
The findings of this study were self-reported by selected teachers in two schools.
Therefore, the honesty of the teachers plays a large factor in the reliability of the study.
30
Other research methods may be considered to validate the findings. Also, the survey was
only distributed to 25 teachers that constitutes a small sample group with a convenience
selection, rather than a random sample. In addition, only six teachers were interviewed,
constituting a very limited sample size. Lastly, the time the survey was distributed and
the interviews were conducted was directly after the due date the state required for the
APA portfolio submission. It is not sure if the results would be consistent if the survey
and interview were provided earlier in the school year, or during the APA portfolio
process.
Implications
There are some implications based on the findings of this study. First, after
listening to teachers' complaints, the evaluation of the APA process may need to be
considered. If the APA was made more applicable and simple, time spent on preparing
each portfolio could be saved. The policy makers and state administrators may consider
modifying the process and submission schedules, so that teachers could be fully prepared.
This way, school administrators could provide support to teachers in preparation and
planning to complete the APA. As indicated by most teachers in this study, increased
paperwork is leading to a lack of planning time for their instruction. Provided with more
time, teachers could plan meaningful lessons and complete the APA. In this study, the
majority of surveyed teachers reported that they had not received adequate follow-up
training on APA procedures. More statewide or local district wide training would be
necessary so that they could beffer understand the APA process, and successfully
complete the required portfolio. Teachers are playing an important role in student
learning and assessment. Their willingness in the APA implementation would be a
31
benefit to their students. I believe changing teachers' perspectives from the negative to
the positive would definitely support the schools and state assessment program.
Recommendations
Because of the limited sample size in this study, further research should include a
larger group of educators as participants in different regional areas to verify the findings.
Other research methods in addition to self-reported survey and interview should be
considered to add more information to the outcomes to the alternate assessments. Further
research is needed to evaluate portfolio assessments, so that we can improve the services
we have provided to students with severe disabilities.
Conclusion
According to Harris and Curran (1998), teacher attitudes are crucial factors in
successfully completing student portfolios. "Negative and mistrustful attitudes could
make educators more likely to use them [portfolios] ineffectively" (p. 83). In this current
study, most surveyed teachers believed that the APA detracted from the quality of
education they were providing their students with disabilities. The majority of teachers
reported that the APA was not even testing appropriate skills of their students. It seems
that APA is focused on academic skills, but all interviewed teachers reported that life
skills are more important for students with severe disabilities. I have come to the
conclusion that if the skills tested by the APA were more applicable to the severely
handicapped population, those teachers may have a more positive attitude towards such
as alternate assessment. Hopefully, a more meaningful alternate assessment can be
created to help teachers and students achieve their goals.
32
REFERENCES
Agran, M., Alper, S., & Wehmeyer, M. (2002). Access to the general curriculum for
students with significant disabilities: What it means to teachers. Education and
Training in Mental Retardation and Developmental Disabilities, 37, 123-133.
Browder, D., Spooner, F., Algozzine, R., Ahlgrim-Delzell, L., Flowers, C., & Karvonen,
M. (2003). What we know and need to know about alternate assessment.
Exceptional Children, 70, 45-61.
Individuals with Disabilities Education Act Amendments of 1997, 20 U.S.C.
Flowers, C., Ahlgrim-Delzell, J., Browder, D., & Spooner, F. (2005). Teachers'
perceptions of alternate assessments. Research & Practice for Persons with
Severe Disabilities, 30, 81-92.
Kim, Y. G., Angell, M. E., O'Brian, M., Strand, K. H., Fulk, B. M., & Watts, E. H.
(2006). Relationships among teachers' perspectives, self-reported practices, and
concerns related to an alternate assessment system. Teacher Education and
Special Education, 29, 83-97.
Kleinert, H. L., & Thurlow, M. L. (2001). An introduction to alternate assessment. In H.
L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and
supports for students with disabilities (pp. 1-12). Balitmore: Paul H. Brookes.
Kleinert, H. L., Kearns, J. F., & Kennedy, S. (1997). Accountability for all students:
Kentucky's alternate assessment for students with moderate and severe cognitive
disabilities. Journal for the Association for Persons with Severe Handicaps, 22,
88-101.
33
Kleinert, H. L., Kennedy, S., & Kearns, J. F. (1999). The impact of alternate assessment:
A statewide teacher survey. The Journal of Special Education, 33, 93-102.
Kohl, F. L., McLaughlin, M. J., & Nagle, K. (2006). Alternate assessment standards and
assessments: A descriptive investigation of 16 states. Exceptional Children, 73,
107-123.
McGrew, K., Thurlow, M., & Spiegel, A. (1993). An investigation of the exclusion of
students with disabilities in national data collection programs. Educational
Evaluation and Policy Analysis, 15, 339-352.
New Jersey Department of Education. (2001). New Jersey Alternate Proficiency
Assessment Educator's Manual.
New Jersey Department of Education. (2006). Academic and professional standards:
Curriculum and Instruction.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002).
Thompson, S., Quenemoen, R., Thurlow, M., & Ysseldyke, J. (2001). Alternate
assessments for students with disabilities. Thousand Oaks, CA: Corwin Press.
Thurlow, M. L., Lazarus, S. S., Thompson, S. J., & Blount Morse, A. (2005). State
policies on assessment participation and accommodations for students with
disabilities. The Journal of Special Education, 38, 232-240.
U.S. Department of Education (2003). 34 CFR Part 200. Title 1: Improving the Academic
Achievement of the Disadvantaged.
U.S. Department of Education (2005). Alternate achievement standards for students with
the most significant cognitive disabilities." Non-regulatory guidance. Washington
D.C.: Office of Elementary and Secondary Education.
34
Wehmeyer, M. L., Lattin, D., & Agran, M. (2001). Achieving access to the general
curriculum for students with mental retardation: A curriculum decision-making
model. Education and Training in Mental Retardation and Developmental
Disabilities, 36, 327-342.
Westling, D. L., & Fox, L. (2004). Teaching students with severe disabilities (3 rd ed.).
Englewood Cliffs, NJ: Merrill.
Ysseldyke, J., & Olsen, K. (1999). Putting alternate assessments into practice: What to
measure and possible sources of data. Exceptional Children, 65, 175-185.
35
APPENDIX A
Teacher Consent Form: Survey
36
Dear Teachers,
I am requesting your assistance as part of a study for my thesis course at RowanUniversity. I am conducting a study investigating teachers' beliefs on New Jersey'sAlternative Proficiency Assessment portfolio. Participation in the study is open to allteachers who have completed an APA portfolio this academic year or in the past.
This survey will only take a few minutes of your time. Participation is completelyvoluntary. All responses are anonymous and no names will be collected.
I know time is a rare commodity, especially in the field of education. However, I wouldreally appreciate any time you could spare to complete the 25 question survey.
If you are willing to participate:1. Please sign the form below, detach it, place it in the envelope provided, and seal
the envelope.2. Please complete the attached survey, place it in the second envelope provided and
seal the envelope.3. Return both envelopes to me as soon as possible.
If you have any questions, please contact me anytime at (732) 221-7378 [email protected]. Thank you so much for your cooperation and time.
Sincerely,
Rachel Cranin
X-1---------------------------------------------------------------------------
I give my consent to participate in this survey investigating teachers' beliefs on NewJersey's Alternative Proficiency Assessment portfolio.
(Print name) (Sign name)
(School name) (Date)
APPENDIX B
Survey Instrument
38
Alternative Proficiency Assessment Portfolio Teacher Survey
Please circle the answer that applies to you.
1. Gender:
2. Age:
MaleFemale
21 to 3031 to 4041 to 5051 and above
3. Highest level of education: BachelorsMastersDoctorate
4. Years of teaching experience: 1 to 34to 1011 to 1516 to 2020 and above
5. Will you be completing at least one APA portfolio during this academic year(2007-2008)?
YesNo
6. If yes, how many portfolios will you complete?1 to 34 to 67 to 910 and above
7. If no, have you complete at least one APA portfolio in the past?YesNo
Alternative Proficiency Assessment Portfolio Teacher Survey
Please circle number 1 if you strongly disagree, 2 if you disagree, 3 if you are neutral, 4 if youagree, and 5 if you strongly agree with the following statements.
1. It is important that all students be included as a part ofNew Jersey's school assessment process.
2. I see benefits to having my students included in theassessment process for my school.
3. Portfolios are a part of our everyday classroom routine.
4. As a result of the inclusion of my students in the assessmentprocess, it has been easier to:
Include my students in school activities
Include my students in regular age-appropriate classrooms
Provide needed community-based instruction
5. APA competes with individual student needs.
6. My students are able to meet the standards set by the state.
7. As a teacher completing APA, I feel I was adequately instructedon how to complete the portfolios.
8. My students have greater access to the general curriculumbecause of the APA process.
9. APA has increased the amount of time on task for the students.
10. APA has resulted in increased progress on IEP objectives.
11. My students receive an overall better education because of APA.
12. My students understand the meaning of the APA scores.
13. My students who score higher are better prepared to transitionto adult living.
Strongly StronglyAgree Disagree
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
4
4
4
4
4
4
3
3
3
3
3
3
2
2
2
2
2
2
5 4 3 2 1
5
5
5
5
5
4
4
4
4
4
2
2
2
2
2
14. There is more paperwork now than before APA. 5 4 3 2 1
15. APA is more of an assessment of teachers than students. 5 4 3 2 1
16. APA encourages the use of age appropriate materials. 5 4 3 2 1
17. APA allows teachers to review progress throughout the year. 5 4 3 2 1
18. APA documentation is natural to the educational environment. 5 4 3 2 1
19. APA improves instructional strategies. 5 4 3 2 1
20. APA is scored consistently. 5 4 3 2 1
21. APA scores reflect the true abilities of my students. 5 4 3 2 1
22. APA promotes greater student self-determination. 5 4 3 2 1
23. APA has increased awareness of my students by others. 5 4 3 2 1
Please write any comments, concerns, or other thoughts on New Jersey's APA.
Please place all three papers with survey questions into the envelope provided.
Thank you so much for your time!
APPENDIX C
Teacher Consent Form: Interview
42
Consent form for Interview
I agree to participate in an interview investigating teachers' beliefs on New Jersey'sAlternative Proficiency Assessment portfolio. I also give consent for Rachel Cranin toinclude my opinions and thoughts anonymously for completion of her thesis on NewJersey's Alternative Proficiency Assessment portfolio.
(Print name)
(School name)
(Sign name)
(Date)
APPENDIX D
Interview Questions
44
Alternative Proficiency Assessment Portfolio Teacher Interview
The teachers will be asked a series of questions pertaining to the alternateassessment portfolios they have completed in the past and portfolios they arecurrently completing.
The interview questions will first focus on obtaining background informationon the interviewee and then will continue as follows:
1. Did you receive any APA portfolio training prior to completing your firstportfolio? If yes, have you received any follow up training? Do you feelconfident, based on your training, to complete an APA portfolio accurately?
2. Are your students aware of the APA process? Do your students assist with theportfolios on a consistent basis? Are portfolios a part of the daily classroomroutine?
3. Are the portfolios beneficial for the students? Have you seen positive changesin curriculum, planning, and instruction since the implementation of APAportfolios? Do you feel there is a correlation between APA portfolios and animproved education for your students?
4. Do you feel that the requirements placed on teachers for completing APAportfolios are appropriate and manageable?
5. Do you have any other comments or concerns about New Jersey's APAPortfolios?
